Assessment of General Education at Trinity Christian College includes assessment of student learning outcomes evident in the general education curriculum. These general education requirements are rooted in the college mission and the following outcomes are designed to assess how well our students "are grounded in a core of foundational studies that address the enduring issues and questions of human experience and teach students to explore and apply the implications of a Reformed world-and-life view to all areas of learning, living, and working" (Trinity Christian College Mission Statement). The general education learning outcomes are:

Articulate and apply the Biblical framework of creation-fall-redemption-new creation.

Discern and evaluate historical and contemporary worldviews.

Communicate effectively in written and oral formats.

Demonstrate knowledge of diverse cultures and apply that knowledge to cross-cultural engagement.

Reason skillfully and analyze the validity of arguments critically.

Integrate theory and practice in one's discipline and life.

Throughout the year these outcomes are assessed through student and alumni self-assessments, faculty assessment of students, the Collegiate Learning Assessment (CLA), and student outcome essays.

Assessment of student learning is a crucial part of Trinity Christian College’s efforts to develop and maintain excellence in its educational programming. These efforts are based on the mission of the college which states, “In all programs, including the liberal arts and sciences, professional and pre-professional preparation, we strive to offer the highest quality of instruction to prepare students for excellence in further study and careers beyond Trinity.”

The process of assessment of student learning at Trinity Christian College is a collaborative process driven by faculty, staff, students, and administration and overseen by the assessment committee. The mandate of the assessment committee is to:

to formulate and review all college assessment policy and procedures and makes policy recommendations to the Faculty Association;

to review assessment reports from academic departments, select co-curricular areas of the college, and the general education committee

to identify and disseminate trends in student learning,

to ascertain understanding and implementation of the assessment process, and

to recommend mentoring in assessment for departments or programs with difficulties maintain an effective assessment program;

to review college-wide evaluation data to identify and disseminate trends in student learning; and

to offer workshops for faculty pedagogy development to improve student learning related to trends identified.

Academic departments, co-curricular areas, and general education all contribute to the assessment of student learning.